One method that I have used is a weekly contract. You can download a FREE EDITABLE copy here!
When I use this method for managing the chaos, I create as many contracts as I need for the group of students. When I worked in a self-contained special education classroom, EVERYONE got their own individualized contracts. When I co-taught in an inclusion classroom, we had 3 or 4 versions of the contract. You can make whatever you need to fit your kids!
Depending on what our focus is for the week, I may change the categories. Or we may get 2 contracts that week if we all get through the work. Or I might add a 4th row and have 8 categories. It really just depends on the needs of your class at the time!
Managing Expectations
Now the key - do NOT expect students to complete everything on the contract. Not even close. The key is to choose work for the contract that all covers the same skill. Then, no matter which activity they choose, they will STILL be working on the skill. As long as students are on task, and are doing work, they are learning.
This takes the pressure off of students to get as much done as their peers. This is ESPECIALLY helpful for students who are slower at processing, students with anxiety, struggling readers, etc.
Use this editable sign for your own classroom expectations during this time.
Classroom Organization
This will vary depending the space you have available to work. BEST case scenario, you have a shelf that you can dedicate to each type of work, and that work is out and available for students to complete. This will save you a LOT of time in the moment of class. No time spent passing out materials, no time laying out stacks of cards and games and work.
On a shelf are all of the options for each work time. You might have a math shelf with Quiz and Trade cards, a BINGO game, Task Cards, and seat work.
You might have a bookshelf for each level of work - an on level shelf, an approaching level shelf, and a beyond level shelf. All of the work from that week at that level is available on that shelf. And students can complete work from any level appropriate for them!
But the real world can be small. And crowded. You can have the materials you need for that work time ready to set out on tables. Maybe the work is waiting in a tub in a cabinet. Or under a table. Wherever you have space! Set it out on different work spaces when the time comes! Then students can walk around the room and choose the materials they need, find a work space, and get started!
Rationale
I prefer contracts for differentiation because it gives students freedom! Freedom to choose! Freedom to complete the amount of work that they feel able to concentrate on at the time. Freedom to be social... or not!
And it means freedom for the teacher, too! You can walk around the room, observing the work of your students, observing their social skills, intervening when needed, and demonstrating a work when needed.
I hope that this contract is useful for you! If you have any trouble downloading and editing the contract for yourself, click here for further instructions.
See you next time!
Pam
